Mémoires de Fin d’Etudes
Etablissement
Université de Mostaganem - Abdelhamid Ibn Badis
Affiliation
Département d’Anglais
Auteur
BAHRAOUI, Sofia
Directeur de thèse
ABDELHAY, Bakhta (Maitre de conférence)
Co-directeur
BENNEGHROUZI, Faten (Docteur)
Filière
Linguistique
Diplôme
Magister
Titre
English Phonetic Transcription And Instruction In Pronunciation Teaching The case of Belhamri Mohammed middle school in Mostaganem
Mots clés
Pronunciation teaching, Algerian middle schools, phonetic instruction, phonetic transcription, segmental features, English sounds, listening/speaking skills.
Résumé
This work focuses on the learners’ failure in pronouncing English correctly despite the late focus on and improvement of pronunciation teaching in Algerian middle schools. It seems to be insufficient because the pupils’ degree of pronunciation is either weak or decreasing mainly for many reasons such as mother tongue influence, and degree of exposure of the target language among other factors. The main factor which this study is conducted to investigate is “The phonetic instruction and phonetic transcription” as a pronunciation teaching method in Algerian middle schools. Concerning first and fourth years pupils’ pronunciation teaching, it lacks various key elements such as learning English sounds (segmental features) i.e. the gap of this study lies in phonetic transcription status in pronunciation teaching in Algerian middle schools. Moreover, instructors and practitioners in the field do not possess the necessary phonological awareness to realize how significant it is to teach young learners segmental features as regards communication and oral skills inside and outside the classrooms. Teaching pronunciation essentially relies on teaching English sounds and in order to be efficient enough in this case, many researchers believe that using phonetic transcription as a permanent teaching method effectively improves the learners’ poor pronunciation which is entirely overlooked in Algerian educational contexts. Middle school pupils suffer from their inability to communicate and pronounce correctly; simply because teaching English in Algerian middle schools is unbalanced and certain skills are being prioritized over others. As far as data collection is concerned, first and fourth years’ pupils and teachers from Belhamri Mohammed middle school in Mostaganem will be taken as samples for this investigation and in order to collect as much data as possible, four different questionnaires will be distributed. Two different types of questionnaires will be submitted to 24 pupils from each selected level, while the other two questionnaires will be distributed among teachers of first and fourth years from four different middle schools. In addition to the questionnaires, 6 pupils’ copybooks will be analysed and compared to their textbooks’ activities in terms of faithfulness to the textbooks’ programme and performing the planned activities concerning pronunciation as well. For further data and results, some pupils of both levels will be put under test through an oral examination and interviews. Recordings will be used also as a tool of research to back up the findings and hypotheses.
Statut
Signalé